Sherman et al., 2013, Study 1: Affirming values increased grades among middle-school Latino students over three years
Reference:
Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., ... & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104(4), 591.
Download PDFSummary:
Extending Cohen et al., 2006, 2009, 6th-, 7th, and 8th-grade students in a middle school located in a middle-class neighborhood with a primarily low-income student body composed of about half Latino and half White students completed a values-affirmation intervention in in-class writing exercises beginning at the outset of 7th grade. As compared to a randomized control condition, the values-affirmation intervention raised grades for Latino students over the next three years into high school.
Psychological Process:
What Desired Meaning is At Stake?
What is the Person Trying to Understand?
To See the Self as AdequateApproach to Desired Meaning
What about it?
Remedy Threats to Self-Integrity that Undermine FunctioningHow?
Psychological Question Addressed
Am I under threat, because could I be seen or treated negatively because of my group identity?Am I under threat, because could I be seen or treated negatively because of my group identity?Psychological Question Addressed
Am I under threat, because could I be seen or treated negatively because of my group identity?Psychological Process 2:
Psychological Process 3:
Social Area:
Education
Intervention Technique:
Active reflection, values-affirmation